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Dialogic supervision: Investigating supervision practices of English pre-service teachers in a professional training program (PLP)
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 2, Pp 434-442 (2019) (2019)
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Exploring EFL learner autonomy in the 2013 Curriculum implementation
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 1, Pp 231-240 (2019) (2019)
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LEARNER AUTONOMY IN THE INDONESIAN EFL SETTINGS
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In: Indonesian Journal of Applied Linguistics, Vol 6, Iss 2, Pp 222-231 (2017) (2017)
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PROJECT-BASED LEARNING IN PROMOTING LEARNER AUTONOMY IN AN EFL CLASSROOM
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In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 2, Pp 285-293 (2017) (2017)
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Abstract:
In the Indonesian context, learning activities tend to be teacher-centered that a teacher still plays a dominant role in the learning process. Project-based learning is one of the approaches which is assumed to promote Learner autonomy. Since its implementation has not been effective, this study is aimed at investigating the current issue of how Project-based learning promotes Learner autonomy in an EFL Classroom. It employs descriptive qualitative research design at six participants of Junior High School students, grade nine. The qualitative data collected through document analysis, observation and interview were analyzed qualitatively. The results of data analysis led to a conclusion that project-based learning has promoted Learner autonomy, which covers the criteria of self-instruction, self-direction, self-access learning and individualized instruction in each stage of Project-based Activity, namely the planning process, the implementation process and the monitoring process. There are also six important findings. Firstly, the learner autonomy varies among learners. Secondly, there is a linear relationship between learners’ achievement and Learner autonomy. Thirdly, Learner autonomy needs process, and the process shows irregular pattern. Fourthly, it is worthy noted that no one is one hundred percent autonomy. Fifthly, among the three stages of the Project-based Activity, the learners gain the highest degree of Learner autonomy in the Implementation Process. Sixthly, there are still constraints in enhancing Learner autonomy. Due to the constraints above, this study recommends that promoting Learner autonomy needs support in some specific areas, especially the professional treatment of the teachers and institutions.
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Keyword:
EFL classroom; Language. Linguistic theory. Comparative grammar; LC8-6691; learner autonomy; P101-410; project-based learning; Special aspects of education
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URL: https://doi.org/10.17509/ijal.v7i2.8131
https://doaj.org/article/5bf742d512024b50a04db26eec7fdf6b
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LEVELS OF REFLECTION IN EFL PRE-SERVICE TEACHERS’ TEACHING JOURNAL
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In: Indonesian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 80-92 (2017) (2017)
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IN HOUSE TRAINING (IHT) MODEL TO IMPROVE THE ABILITIES OF ENGLISH TEACHERS IN DEVELOPING TEACHING MATERIALS
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In: Indonesian Journal of Applied Linguistics, Vol 5, Iss 1, Pp 37-43 (2015) (2015)
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| 7 |
EFL Teachers' Competence in the Context of English Curriculum 2004: Implications for EFL Teacher Education
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In: TEFLIN Journal, Vol 16, Iss 1, Pp 79-92 (2015) (2015)
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